Educational device.



G. HAMMOND. EDUCATIONAL DEVICE.

APPLICATION FILED MAR. a. 1911 1,289,743. Patented Dec. 31,1918.

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GOLDIE HAMMOND, OF LOUISVILLE, KENTUCKY.

EDUCATIONAL DEVICE:

Specification of Letters Patent.

Patented Dec. 31, 1918.

Application filed March 8, 1917. Serial No. 153,348.

To all whom it may concern:

Be it known that I, GOLDIE HAMMOND, of Louisville, in the county of Jefferson and State of Kentucky, have invented certain new and useful Improvements in Educational Devices; and I do hereby declare the following to be a full, clear, and exact description of the invention, such as will enable others skilled in the art to which it appertains to make and use the same.

This invention relates to educational devices and particularly to arithmetical cards,

the object of the invention being to provide a simple and efiicient device of this character adaptable for drill work in addition, subtraction, division or multiplication, it being a further object of the invention to so construct such a card that a rapid movement of number bearing slides can be had thus assisting in holding the attention of the pupil and keeping the child mentally awake, the spirit of drill work being stirred by rapid movements of the number bearing slides.

In the accompanying drawings, Figure 1 is a face view. of a card embodying my improvement and showing the parts arranged for drill work in multiplication. Fig. 2 is a View in perspective, the card being shown in dotted lines. Fig. 3 is a view showing a slight modification.

I have shown my improved device comprising a base or supporting card 1 which is slitted as at 2, such slits being arranged in pairs in parallelism so as to provide a hori- Zontal slideway for number bearing strips 3 and 4. These strips are adapted to be inserted through one of the slits of the card from the rear and then outwardly through its companion slit, the two slits being so spaced that but a single figure of the series of numerals consecutively arranged on the cards will appear on the face. To prevent accidental displacement of the strips in mov ing them through the slideway in one direction stops 5 in the form of angular extensions are provided on 'i one end of each. When the strip is formed of card-board the extensions are readily provided by cutting the strips in T -shape, the arm of the T forming the extensions. Displacement of the strips when moving to the right is prevented by removable pin-like members 6 projecting numerals are multiplication.

through .slits 7 arranged longitudinally of the strip. i

In order that a single card may be used for different subjects, such as division, multiplication, addition and subtraction, and the student be able to-tell at a glance in what subject the problem is presented, I provide a third strip 8 which is passed through a slideway formed by parallel slits 9 in the card 1, such slits being preferably arranged at the upper left hand corner of the card. The strip 8 is of a shape similar to the strips 3 and 4 and bears upon its face the symbols for division multiplication (X), addition and subtraction One end of the strip 8 like the strips 3 and 4 is provided with a stop 12 to prevent it being accidentally pulled out of the slideway when moved to the left and a pin-like member 13 is employed to prevent movement too far in the other direction.

The manner of use of my invention will be apparent. \Vhere the class is to be drilled in the subject of multiplication the strip 8 is moved so as to disclose the symbol for multiplication at the upper left hand corner of the card. In the form illustrated in Figs. 1 and 2 I prefer to employ a card having printed or otherwise marked upon its face a given numeral, such as 3. This figure being in alinement with the upper slide 3 so as to make a compound figure in the movement of the slide. As shown in the figure, the slide 3 has been moved so as to bring the numeral 6 into position, thus making the multiplicand 63. Also slide 4 has been moved so as to present the figure 2 as the multiplier. It is manifest that a number of cards may be employed whereon different rinted and that one set of slides will su 'ce for use in the different cards,'as well that the other problems may be presented for drill work in a manner similar to that illustrated and described for For instance, in division, the numeral printed on the card and the numeral on the slide 3 will be the dividend and the numeral on the slide 4 the divisor. As shown in Fig. 3, a card Without a numeral printed upon its face may be used where the simpler problems are to be taught. In this figure I have also shown an additional slide 15 which may be used in teaching addition. For subtracting and multiplying the third slide is removed.

The advantages of my invention Will be apparent.

I claim as my invention:

1. A device for teaching arithmetic, having means for varying the figures and the nature of the problem presented, including a supporting card having a fixed numeral thereon, a series of slideways on said card, one of said slideways being on the same horizontal line with the fixed numeral of the supporting card, number bearing slides adapted to be moved in said slideways to visualize a single number of those on said slides, and a symbol bearing member on said card adapted to be moved to visualize one of a series of arithmetical symbols.

2. A device for teaching arithmetic having means for varying the figures and'the nature of the problem presented, including a supporting card having a series of parallel slideways to visualize a single number of.

those on said slides, one of such visualized numbers cooperating with thefixed number on said card, stops on said slides for limiting the movement thereof, a symbol bearing slide adapted to be moved in one of said slideways to visualize one of a series of arithmetical symbols, and stops for limiting the movement of said symbol bearing slide.

In testimony whereof, I have signed this specification.

GOLDIE HAMMOND. 

